Curriculum Area: Social Studies
Subject Area: Civil Rights Movement
Lesson Title: Working For Equal Rights
Grade Level: 4th Grade Sunshine State Standards:
This lesson will be for a 4th grade classroom during Social Studies.
SS.4.A.1.2: Synthesize information related to Florida history through print and electronic media.
SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. ]]
SS.4.A.8.1: Identify Florida's role in the Civil Rights Movement.
Focus Questions: What was the Civil Rights Movement like in Florida and how was Florida affected because of it?
Objectives:
Students will analyze the meaning of discrimination and how black were discriminated against by using the websites provided write a reflection on discrimination.
Students will explain the affects of the civil rights movement on Florida by creating a newsletter that contains issues that affected Florida during the civil rights movement.
Students will investigate the meaning of integration and desegregation and understand the feelings of people while this transition was taking place by creating a timeline of events that lead up to it and feeling of people during the time.
Students will examine important people in the civil rights movement and in Florida during to civil rights movement by creating a powerpoint with information of influential people during the civil rights movement.
Students will investigate the civil rights movement as a whole by navigating through the internet and use powerpoint, word, and video cameras and complete a report of the civil rights movement that must be based on facts.
Blooms Taxonomy:
Students will analyze, examine, and investigate to gain analysis of the civil rights movement.
Students will explain to gain comprehension of the civil rights movement.
Select your media:
Computer
Powerpoint
Word
Video Camera
Video Editing Software
Utilize your media:
Have students watch videos from youtube to gain more background information and to be able to visualize what was going on during the time of the civil rights movement.
Use word to create an advertisement for students to think of ways to end discrimination in a creative eye catching way.
Create a newsletter using word for students to better understand how blacks were affected during the civil rights movement.
Use the timeline software for an interactive way that students can work together to better understand the process that lead up to, went on during, and changed after the civil rights movement.
Create a powerpoint to gain a better understanding of important people in the civil rights movement.
Create a video to understand the changes the civil rights movement had on Florida.
Learner Participation:
When students are quiet you can excuse them to go quietly to the computers. Without talking students must log into the wiki space website on civil rights. This will be located in the favorties bar under "The Civil Rights Movement." If students have problems they can first ask a neighbor to quietly help them and if problems persist they may ask the teacher for help. If there is a video to watch students must wear headphones (headphones are located at the end of the computers.) Once they finish watching the video they must remove the headphones to complete the assignment. If the assignment is individual( Monday, Tuesday, Wednesday) then they will work at their computers. For group projects on Thursday and Friday students will read the directions and then meet with their groups. Groups are assigned at the top of each computer already. There are five groups that have five students. The group names are colors that are already displayed around the room. Students meet with their color as soon as they are done reading directions (they have 10 minutes to read directions and go to their groups.) Once they get into their group they must designate who will have what roles within the group. One person must be the recorder, the delegator, the supply receiver, the one who keeps people on task, and the one who makes sure that everyone understands what is going on. When student get to their groups there will already be a hard copy of the directions there. However, the person in charge of supplies is free to move around the room for any supplies that are needed. When there are five minutes left students will be told to start cleaning up their supplies. Students are welcome to take their assignments home if they are not finished and turn it in the next day for full credit. Or they can turn it into the social studies basket located at the front of the classroom. If students needed to print anything the teacher should return their papers to them at the end of the assignments. Group projects are due the following Monday which is also when they will be presented to the class.
Evaluation of Content: The teacher will observe how well students understand the procedures and master the objectives with the assignments. The teacher will do this by using the project rubric and seeing how well they seem to answer the focus question. Evaluation of Curriculum Integration: The teacher will also observe how well technology served to influence their learning of the subject. The teacher will assess how well they used technology for the purpose of gaining and retaining knowledge and the level of information they gathered while using the resources provided to them.
Lesson Plan
Curriculum Area: Social StudiesSubject Area: Civil Rights Movement
Lesson Title: Working For Equal Rights
Grade Level: 4th Grade
Sunshine State Standards:
This lesson will be for a 4th grade classroom during Social Studies.
SS.4.A.1.2: Synthesize information related to Florida history through print and electronic media.
SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida history. ]]
SS.4.A.8.1: Identify Florida's role in the Civil Rights Movement.
Focus Questions: What was the Civil Rights Movement like in Florida and how was Florida affected because of it?
Objectives:
Students will analyze the meaning of discrimination and how black were discriminated against by using the websites provided write a reflection on discrimination.Students will explain the affects of the civil rights movement on Florida by creating a newsletter that contains issues that affected Florida during the civil rights movement.
Students will investigate the meaning of integration and desegregation and understand the feelings of people while this transition was taking place by creating a timeline of events that lead up to it and feeling of people during the time.
Students will examine important people in the civil rights movement and in Florida during to civil rights movement by creating a powerpoint with information of influential people during the civil rights movement.
Students will investigate the civil rights movement as a whole by navigating through the internet and use powerpoint, word, and video cameras and complete a report of the civil rights movement that must be based on facts.
Blooms Taxonomy:
Students will analyze, examine, and investigate to gain analysis of the civil rights movement.
Students will explain to gain comprehension of the civil rights movement.
Select your media:
Utilize your media:
Have students watch videos from youtube to gain more background information and to be able to visualize what was going on during the time of the civil rights movement.
Use word to create an advertisement for students to think of ways to end discrimination in a creative eye catching way.
Create a newsletter using word for students to better understand how blacks were affected during the civil rights movement.
Use the timeline software for an interactive way that students can work together to better understand the process that lead up to, went on during, and changed after the civil rights movement.Create a powerpoint to gain a better understanding of important people in the civil rights movement.
Create a video to understand the changes the civil rights movement had on Florida.Learner Participation:
When students are quiet you can excuse them to go quietly to the computers. Without talking students must log into the wiki space website on civil rights. This will be located in the favorties bar under "The Civil Rights Movement." If students have problems they can first ask a neighbor to quietly help them and if problems persist they may ask the teacher for help. If there is a video to watch students must wear headphones (headphones are located at the end of the computers.) Once they finish watching the video they must remove the headphones to complete the assignment. If the assignment is individual( Monday, Tuesday, Wednesday) then they will work at their computers. For group projects on Thursday and Friday students will read the directions and then meet with their groups. Groups are assigned at the top of each computer already. There are five groups that have five students. The group names are colors that are already displayed around the room. Students meet with their color as soon as they are done reading directions (they have 10 minutes to read directions and go to their groups.) Once they get into their group they must designate who will have what roles within the group. One person must be the recorder, the delegator, the supply receiver, the one who keeps people on task, and the one who makes sure that everyone understands what is going on. When student get to their groups there will already be a hard copy of the directions there. However, the person in charge of supplies is free to move around the room for any supplies that are needed. When there are five minutes left students will be told to start cleaning up their supplies. Students are welcome to take their assignments home if they are not finished and turn it in the next day for full credit. Or they can turn it into the social studies basket located at the front of the classroom. If students needed to print anything the teacher should return their papers to them at the end of the assignments. Group projects are due the following Monday which is also when they will be presented to the class.
Evaluation of Content: The teacher will observe how well students understand the procedures and master the objectives with the assignments. The teacher will do this by using the project rubric and seeing how well they seem to answer the focus question.Evaluation of Curriculum Integration: The teacher will also observe how well technology served to influence their learning of the subject. The teacher will assess how well they used technology for the purpose of gaining and retaining knowledge and the level of information they gathered while using the resources provided to them.